Instructional Preferences in Aquatics for Children with Visual Impairments and Their Instructors

Abstract

The aim of this study was to determine which instructional strategies athletes with visual impairments and their coaches would prefer during swimming classes. Thirteen athletes with visual impairments and fourteen coaches participated in interviews to reveal their preferences. A thematic analysis was utilized to ensure the analysis was undertaken in a theoretically and methodologically sound manner. Three key themes emerged, each a compilation of a set of subthemes. The first theme, physical guidance, included a quicker learning process and passive and active learning. The second theme, tactile modeling, was comprised of barriers and better instruction. The final theme that emerged from the data was teaching strategies, which encapsulated subthemes it depends of the situation and child feedback. The results revealed an in depth analysis of children with visual impairments’ and coaches’ preferences in swimming. Additionally, results provided further assistance for teachers and professionals who work in the field of visual impairments and physical education.